Self-concept and self-determination theory: math self-concept, motivation, and grades in elementary school children

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Self-concept and self-determination theory: math self-concept, motivation, and grades in elementary school children. / Lohbeck, Annette.
In: Early Child Development and Care, Vol. 188, No. 8, 03.08.2018, p. 1031-1044.

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@article{dcf071fd780f45288e16a71682b94dcf,
title = "Self-concept and self-determination theory: math self-concept, motivation, and grades in elementary school children",
abstract = "Based upon self-concept and self-determination theory, the present study aimed to examine the measurement separability of young children{\textquoteright}s math self-concept (MSC) and six specific types of motivation, namely, intrinsic motivation (INTR), integrated motivation (INTEG), identified motivation (IDENT), introjected motivation, extrinsic motivation (EXTR), and amotivation (AMOT). Moreover, the relations between these constructs and math grades (MGs) were explored. Participants were 397 elementary school children from Grade 4. Results provided support for the measurement separability of these six types of motivation, but not for a strong differentiation between these specific types of motivation and MSC. In addition, there were significantly positive relations of MSC, INTR, INTEG, IDENT, and MG, while significantly negative relations of MSC, EXTR, and AMOT appeared. Support for these relations was also evidenced by further regression analyses irrespective of the direction of the variables. The strongest relations were found for MSC and MGs.",
keywords = "education, motivation, Self-concept, Psychology, motivation , Self-concept, Educational science, education",
author = "Annette Lohbeck",
year = "2018",
month = aug,
day = "3",
doi = "10.1080/03004430.2016.1241778",
language = "English",
volume = "188",
pages = "1031--1044",
journal = "Early Child Development and Care",
issn = "0300-4430",
publisher = "Routledge Taylor & Francis Group",
number = "8",

}

RIS

TY - JOUR

T1 - Self-concept and self-determination theory

T2 - math self-concept, motivation, and grades in elementary school children

AU - Lohbeck, Annette

PY - 2018/8/3

Y1 - 2018/8/3

N2 - Based upon self-concept and self-determination theory, the present study aimed to examine the measurement separability of young children’s math self-concept (MSC) and six specific types of motivation, namely, intrinsic motivation (INTR), integrated motivation (INTEG), identified motivation (IDENT), introjected motivation, extrinsic motivation (EXTR), and amotivation (AMOT). Moreover, the relations between these constructs and math grades (MGs) were explored. Participants were 397 elementary school children from Grade 4. Results provided support for the measurement separability of these six types of motivation, but not for a strong differentiation between these specific types of motivation and MSC. In addition, there were significantly positive relations of MSC, INTR, INTEG, IDENT, and MG, while significantly negative relations of MSC, EXTR, and AMOT appeared. Support for these relations was also evidenced by further regression analyses irrespective of the direction of the variables. The strongest relations were found for MSC and MGs.

AB - Based upon self-concept and self-determination theory, the present study aimed to examine the measurement separability of young children’s math self-concept (MSC) and six specific types of motivation, namely, intrinsic motivation (INTR), integrated motivation (INTEG), identified motivation (IDENT), introjected motivation, extrinsic motivation (EXTR), and amotivation (AMOT). Moreover, the relations between these constructs and math grades (MGs) were explored. Participants were 397 elementary school children from Grade 4. Results provided support for the measurement separability of these six types of motivation, but not for a strong differentiation between these specific types of motivation and MSC. In addition, there were significantly positive relations of MSC, INTR, INTEG, IDENT, and MG, while significantly negative relations of MSC, EXTR, and AMOT appeared. Support for these relations was also evidenced by further regression analyses irrespective of the direction of the variables. The strongest relations were found for MSC and MGs.

KW - education

KW - motivation

KW - Self-concept

KW - Psychology

KW - motivation

KW - Self-concept

KW - Educational science

KW - education

UR - http://www.scopus.com/inward/record.url?scp=84990878482&partnerID=8YFLogxK

U2 - 10.1080/03004430.2016.1241778

DO - 10.1080/03004430.2016.1241778

M3 - Journal articles

AN - SCOPUS:84990878482

VL - 188

SP - 1031

EP - 1044

JO - Early Child Development and Care

JF - Early Child Development and Care

SN - 0300-4430

IS - 8

ER -